Matrix of Commonly Used Assessments for Gifted Identification
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Matrix of Commonly Used Assessments
for Gifted Identification
Office of Gifted Education
The Office of Gifted Education at CDE has developed a resource matrix describing the most common assessments used in Colorado for the purpose of gifted
identification. It is important to note that the matrix is intended for informational purposes as CDE does not approve specific identification instruments. An
AU must consider the purpose, reliability and validity of a specific test to guide appropriate instrument selection for the purpose of identification. The scope of
the assessment should include items to measure exceptional ability and not just grade-level, foundational skills or behaviors. As a general rule of thumb, tests
that are based on constructs associated with giftedness and/or normed on samples that include exceptional students working above grade-level are valid for
identification. It is recommended to use the latest edition of an assessment.
Cognitive Measures
Most cognitive assessments may be used for gifted identification purposes as long as they claim to measure general intellectual ability (“g”) up to three standard
deviations above the mean. If they are designed for a smaller range, many gifted children will “top out” on such tests. Also, Administrative Units and gifted
educators should make sure that norms for the test are up-to-date. Norms older than 7-10 years do not reflect today’s demographics in their sampling.
Academic or Achievement Measures
Achievement tests that may be considered as qualifying evidence contain one or more of the following attributes:
• Provides a national percentile ranking (NPR) score from a large, normative sample population within the last 5 – 8 years;
• Questions that are adaptive in order to measure above, at or below grade-level abilities;
• Items that measure a broad range of skills and standards within a content domain; and/or
• Summative assessments that measure the mastery level of content skills/standards.
It is important to note that when identifying a student for a specific academic aptitude without a cognitive score, multiple assessment scores over a period of
time are considered valid and reliable data. Examining trends over time, especially for primary students, is important when reviewing qualifying data for a
specific academic aptitude identification.
Assessments used for grade-level benchmark screenings, to progress monitor a student’s attainment of a specific standard or diagnose a subject-area deficiency
are defined as diagnostic or inventory instruments. Diagnostic assessments or skill inventories measure proficiency of grade-level foundational skills. Although
these assessments may include an NPR, diagnostic and inventory assessments are not intended to measure exceptional abilities in a specific content
area. Because of this narrow focus, these instruments are not used as qualifying data. An example of this type of assessment might include a diagnostic test to
identify a reading deficiency or a skills inventory to measure how rapidly a student can compute math facts.Matrix of Commonly Used Assessments for Gifted Identification, 2019 2 Formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments that are short, periodic and often informal measures of how a student is progressing through a specific lesson or content standard are not used as qualifying evidence. State assessment data are used to measure student achievement and growth. The performance level of “Exceeds Expectations” is used as qualifying data for gifted identification for specific academic aptitudes in the content areas assessed. Growth or state percentile data are not used for identification purposes. A 95th state percentile is not the same as a 95th national percentile ranking. The state percentile means the student scored at the 95th percentile compared to other students in the state. This percentile may or may not equate to “exceeds expectations” depending on the scaled score for all participating students. Observation Scales Observation scales are qualitative measures that depend on the observation of and judgment about student behaviors by professionals who deal with the student on a regular basis and/or the student’s parents. Normed observation scales designed specifically to examine behaviors associated through research with giftedness may be used for identification. Observation scales that are designed to diagnose attention deficits and other specific conditions may not be used for identification. Observation scales that are not normed referenced, but provide informative data on exceptional abilities, such as the Kingore Observation Inventory (KOI), may be used as an indicator to move the student to the gifted identification assessment process. An exception to this standard is the use of research-based scales developed for Specific Talent Aptitudes. Talent scales developed through analysis and research of the discipline may be considered as qualifying evidence for dance, music, performing arts and visual arts. Two examples include the observation scales developed by Dr. Haroutounian or the CDE Talent Observation Scales created by content experts. Identification Resources When selecting nationally normed, standardized instruments for the identification of gifted and talented students, educators should consider the following questions: • What is the purpose for the assessment? • Is the assessment valid for its purpose? • Is the assessment reliable? • Does the assessment measure exceptionality? • What is the age of the assessment? • When was the assessment last normed? • How large was the norming sample?
Matrix of Commonly Used Assessments for Gifted Identification, 2019 3
For additional information on Colorado guidelines for gifted identification, access the Gifted Identification Handbook at:
http://www.cde.state.co.us/gt/identification
Cognitive Assessments
Assessment Content Age Time Administration Considerations Contact
Batería III Measures general 2:0 – 90+ Varies Individually Spanish version of the Houghton Mifflin Harcourt
Woodcock intellectual ability depending on administered Woodcock Johnson III Tests of http://www.hmhco.com/c
Muñoz and specific test, Cognitive Abilities; Summary lassroom/classroom-
(Cognitive) cognitive abilities approximately 5- report available in English and solutions/assessment
in Spanish 10 minutes per Spanish
speaking test
individuals
Battelle Developmental Birth to 7:11 Complete BDI-2: Individually Available in Spanish; The BDI-2 Houghton Mifflin Harcourt
Developmental assessment for 1-2 hours; administered Spanish can be administered http://www.hmhco.com/c
Inventory, early childhood; Screening Test: entirely in Spanish or English, or lassroom/classroom-
Second Edition Personal-Social, 10-30 minutes combinations of Structured solutions/assessment
(BDI-2) Adaptive, Motor, items, completed by the child in
Communication, either language, can be
and Cognitive interspersed with the dominant
ability language of the adult caregiver
Bilingual Verbal Provides measure 5:0 – Adult 30 minutes Individually Assessment available in 17 Houghton Mifflin Harcourt
Abilities Test of overall verbal administered languages; Any item that is http://www.hmhco.com/c
(BVAT) ability skipped or answered incorrectly lassroom/classroom-
is administered in native solutions/assessment
language
Cognitive Reasoning and K-12 30-60 minutes Group Research studies show Houghton Mifflin Harcourt
Abilities Test Full Problem Solving per session administered sensitivity to ELL and minority http://www.hmhco.com/c
Battery Form 7 or using verbal, depending on students; The new Form (7) will lassroom/classroom-
8 (CogAT) quantitative, grade level include a Spanish Form solutions/assessment
nonverbal
symbolsMatrix of Commonly Used Assessments for Gifted Identification, 2019 4
Assessment Content Age Time Administration Considerations Contact
Differential Measures verbal, 2:6‐17:11 Core battery 45‐ Individually Spanish supplement available; Pearson
Ability Scales‐II nonverbal, and 60 minutes; administered works well http://www.pearsonclinic
(DAS-II) spatial reasoning Diagnostic with twice‐exceptional or al.com
abilities; subtests 30 potentially twice-exceptional
minutes students
Kaufman Various cognitive 3:0-18 25 to 55 minutes Individually More culturally and Pearson
Assessment abilities based on (core battery, administered linguistically responsive http://www.pearsonclinic
Battery for CHC or Luria Luria model), 35 (although contains verbal al.com
Children, Second models to 70 minutes administration items),
Edition (KABC-II) (core battery, Administration prompts
CHC model) translated into Spanish
Kaufman Brief Measures verbal 4:0 -90:0 20 minutes Individually Correct responses in other Pearson
Intelligence Test and nonverbal administered languages are accepted, the http://www.pearsonclinic
2nd Edition intelligence Riddles subtest has Spanish al.com
(K-BIT2) answers printed on the form for
easy scoring
Naglieri Screens for K-12 30 minutes Group or Reliable tool for screening Pearson
Nonverbal Ability general nonverbal individual individuals from diverse cultural http://www.pearsonasses
Test, Second or ability administration and linguistic backgrounds sments.com/learningasses
Third sments
Edition(NNAT2)
(NNAT3)
Screening Measures Elementary Each subtest Individual or Prufrock Press Inc,
Assessment for aptitude and and Middle requires group http://www.prufrock.com
Gifted achievement – School aged approximately administration
Elementary and language arts, students 20 minutes
Middle School social studies,
Students (SAGES math, science, and
2) nonverbal abilityMatrix of Commonly Used Assessments for Gifted Identification, 2019 5
Assessment Content Age Time Administration Considerations Contact
Stanford Binet Fluid reasoning, 2 to 85 + Takes Individually Houghton Mifflin Harcourt
Intelligence knowledge, years approximately 5 administered http://www.hmhco.com/c
Scales, 5th quantitative minutes per lassroom/classroom-
Edition (SB 5) reasoning, visual- subtest solutions/assessment
spatial processing,
and working
memory
Test of The TOMAGS K-6 Not timed Individual or *May also be used as a qualifier Prufrock Press Inc,
Mathematical measures group for math achievement for http://www.prufrock.com
Abilities for students' ability to administration specific academic aptitude and
Gifted Students use mathematical count as qualifying evidence for
(TOMAGS)* reasoning and a norm-referenced
mathematical achievement test.
problem solving.
Test of Nonverbal General cognitive 6:0 – 89:11 15 to 20 minutes Individually Completely language free or Pearson
Intelligence, ability administered also has directions in Spanish, http://www.pearsonclinic
Fourth Edition French, German, Chinese al.com
(TONI-4)
Universal Measures general 5:0 – 17:11 Depends on Individually Provides an assessment that Houghton Mifflin Harcourt
Nonverbal cognitive ability in battery given – administered neutralizes the impact of http://www.hmhco.com/c
Intelligence Test a completely 10-45 minutes language on cognitive processes lassroom/classroom-
Second Edition nonverbal manner and abilities; Examiners use 8 solutions/assessment
(UNIT2) universal hand gestures to
explain tasks
Wechsler Measures a child’s 6:0 – 16:11 Varies Individually Complimentary subtests can Pearson
Intelligence Scale intellectual ability depending on administered also measure academic http://www.pearsonclinic
for Children, 5th including visual age, between 1 achievement in reading, writing al.com
Edition (WISC-V) spatial and fluid hour and 1.5 and math
reasoning hoursMatrix of Commonly Used Assessments for Gifted Identification, 2019 6 Assessment Content Age Time Administration Considerations Contact Wechsler General cognitive 2:6 – 7:3 Core subtests: Individually Pearson Preschool and ability Ages 2:6–3:11, administered http://www.pearsonclinic Primary Scale of 30–45 minutes; al.com Intelligence, 4th Ages 4:0–7:3, Edition (WPPSI- 45–60 minutes IV) Woodcock Verbal Ability, 2:0 – 90+ BIA testing time Individually Spanish version (see Bateria) Houghton Mifflin Harcourt Johnson Tests of Thinking Ability, – 10-15 minutes administered http://www.hmhco.com/c Cognitive and Cognitive lassroom/classroom- Abilities Fourth Efficiency solutions/assessment Edition
Matrix of Commonly Used Assessments for Gifted Identification, 2019 7
Achievement Tests
Assessment Content Age Time Administration Considerations Contact
Aprenda: La Reading, Lexile, K-12 Testing time Individual Modeled after Stanford 10. Pearson
prueba de logros Math, Language, depends on administration Measures http://www.pearsonclinic
en espanol, Spelling, Listening, grade/age or Spanish speaking students’ al.com
Tercera edicion Social Science, group. Multiple abilities in
(Aprenda 3) Science choice, untimed their native language. Reports
are
available in English and Spanish
ACT Consists of subject High School Actual testing Group The test is offered in English Registration online
area tests in: time is 2 hours only. Extended time testing is http://www.act.org/
English, and 55 minutes available only for students with Fee required
Mathematics, (plus 30 minutes diagnosed disabilities and is not
Reading, Science if taking the ACT available solely on the basis of
and optional Plus Writing). limited English proficiency.
Writing
ACT Aspire Summative 3-High Full battery, 4- Group Vertically articulated, ACT Aspire
Summative assessment School 4.5 hours Online or Paper- standards-based assessment https://www.discoveracta
Assessment measures math, pencil linked to ACT spire.org/
English, reading,
science and
writing
Acuity Measures student Grades K‐12 Less than one Group CTB/McGraw‐Hill
growth and class period http://www.mheducation.
progress within per Performance com/prek-
and across grades. Task in 12/platforms/acuity.html
English Language
Arts and
MathMatrix of Commonly Used Assessments for Gifted Identification, 2019 8
Assessment Content Age Time Administration Considerations Contact
Batería III Measures 2 to 90+ Achievement Individual Access to all the tests and Houghton Mifflin Harcourt
Woodcock- academic Standard 11 interpretative options of the WJ http://www.hmhco.com/c
Muñoz achievement tests (55–65 III® for Spanish dominant lassroom/classroom-
(achievement levels of Spanish minutes) individuals solutions/assessment
tests) speaking
individuals
Colorado Standards-based Grades 3-10 55-80 minutes Group Accommodations available for Colorado Department of
Measures of summative per section administered students with IEP, 504 or Education Office of
Academic Success assessment of NEP/LEP only, in U.S. 3-years of Assessment
(CMAS) English Language less http://www.cde.state.co.
Arts (ELA), us/offices/assessmentunit
Mathematics,
Social Studies and
Science
Galileo K‐12 K‐8 online test to K‐12 Math, Individual online Assessment Technology
Online assess student reading/English Incorporated
progress in Language Arts, http://www.ati-
reading, math, writing, online.com/
writing science
and science. It
provides a
predictive
analysis of student
performance.Matrix of Commonly Used Assessments for Gifted Identification, 2019 9
Assessment Content Age Time Administration Considerations Contact
Gates‐ Reading K‐Adult Time varies Group Alternate Forms for pre and Houghton Mifflin Harcourt
MacGinitie, depending on administration. post testing http://www.hmhco.com/c
Forms S & T level Teacher lassroom/classroom-
4th Edition administered, administered solutions/assessment
ranges
from 55‐100
minutes
iReady Reading and math Grades 2-8 Adaptive and Group *Use the iReady Comprehensive Curriculum Associates
Diagnostic* user controlled Online Diagnostic Test covering all http://www.curriculumass
Although strands of the content area. ociates.com/products/irea
assessment name This test provides qualifying dy/i-ready-standards-
states “diagnostic” evidence when the student mastery.aspx
this is an adaptive scores at the 95th national
test that measures
percentile ranking (NPR) or
above grade-level
performance and
above. When identifying a
provides a national student for specific academic
percentile ranking. aptitude without a qualifying
Technology ability test score, look for a
enhanced items for trend in qualifying NPR over
constructed time.
response, open-
ended response,
and selected
response.
Iowa Comprehensive K-High Core: 2 hours, 35 Group, online or Spanish language assessment Houghton Mifflin Harcourt
Assessments assessment of School minutes paper-pencil Logramos http://www.hmhco.com/c
Form E student progress (depending Complete: 3 lassroom/classroom-
in major content on content hours, 55 solutions/assessment
areas area) minutesMatrix of Commonly Used Assessments for Gifted Identification, 2019 10
Assessment Content Age Time Administration Considerations Contact
Kaufman Test of Measures Ages 4-6 Pre-K: 30 Individual Pearson
Educational academic through 25-0 minutes; Grades http://www.pearsonclinic
Achievement, achievement in 1-2: 50 minutes; al.com
(KTEA-3) Third reading, math, Grades 3: 80
Edition written and oral minutes
language
NWEA-Measures Computer Grades 2-12 Untimed, but a Individually Spanish version for Math. If Northwest Evaluation
of Academic adaptive interim typical student administered on circumstances necessitate non- Association
Progress (MAP) assessment of completes in computer standard accommodations https://www.nwea.org/
Reading, Language under 60 (such as an Individualized
Usage and minutes /subject Education Plan, 504 plan, or
Mathematics area English for Speakers of Other
(additional Languages program), the MAP
Science test is test does not preclude districts
available) from making those
accommodations.
PSAT The PSAT Subject Grades 9-11 3 hours; Group Documented disabilities may be The College Board
Tests are designed Grade 8 for Assigned dates Colorado PSAT eligible for accommodations National Office
to assess Rocky by College Board 10 is https://www.collegeboard
academic Mountain administered to .org/?navId=aru-cb
readiness for Talent Search all 10th graders
college in areas of Grade 10 for for state
Reading, Writing state assessment
and Math assessment
Renaissance Computerized K‐12 20 minutes Individually Standards-based, adaptive Renaissance Learning
Learning STAR screening and administered on assessment providing a national https://www.renaissance.
Assessments progress the computer percentile ranking com/products/assessment
monitoring /star-360/star-reading-
assessment of skills/
Reading and Math
skillsMatrix of Commonly Used Assessments for Gifted Identification, 2019 11
Assessment Content Age Time Administration Considerations Contact
SAT College placement Grades 11-12 3-4 hours Group Documented disabilities may be The College Board
test to assess SAT is eligible for accommodations National Office
critical reading, administered to 45 Columbus Avenue
writing and math all 11th graders New York, NY 10023
for state Phone: 212-713-8000
assessment
Stanford 10 Reading, Lexile K‐12 30 minutes per Individual Modifications for LEP students Pearson
Measure, subtest, administration report on http://www.pearsonclinic
Mathematics, abbreviated or website al.com
Language, version also group. Multiple Available in Spanish
Spelling, available choice, untimed
Listening, Science,
Social Science
Scantron Online, adaptive Math K-12 Adaptive Group Some items include audio Scantron
Performance assessment to Reading K-12 20 – 60 minutes support http://www.scantron.com
Series measure LA 2-8 /
achievement and Science 2-8
growth in reading
and math
TerraNova, 3rd Reading, Math, K‐12 (some Time depends Group or SUPERA is the Spanish version DRC Assessment Solutions
Edition Language, subject areas on subject Individual. of the http://www.datarecogniti
Science, are not and grade level, Teacher TerraNova series of oncorp.com/Pages/defaul
Social Studies available for time limits administered assessments t.aspx
all apply
grade levels)Matrix of Commonly Used Assessments for Gifted Identification, 2019 12
Assessment Content Age Time Administration Considerations Contact
Test of Early Measures Ages 3-0 40 minutes Individual Studies included show the PRO-ED, Inc., 8700 Shoal
Mathematics mathematics through 8-11 absence of bias based on http://www.proedinc.com
Ability-Third performance in gender and ethnicity /customer/default.aspx
Edition (TEMA) multiple domains
Test of Early Assesses mastery Ages 3-6 30 minutes Individual Studies included show the PRO-ED, Inc., 8700 Shoal
Reading Ability- of early through 8-6 absence of bias based on http://www.proedinc.com
Third Edition developing gender and ethnicity /customer/default.aspx
(TERA-3) reading skills
Test of Early Two subtests Ages 4-0 30-50 minutes Individual Characteristics of the normative PRO-ED, Inc., 8700 Shoal
Written Language measure Basic through 11- group correspond to those for http://www.proedinc.com
(TEWL-3) Writing and 11 the 2010 census data relative to /customer/default.aspx
Contextual geographic region, gender,
Writing ethnicity, Hispanic status,
household income, educational
attainment of parents, and
exceptionality status.
Test of Language Measures Ages 4-0 30 -60 minutes Individual PRO-ED, Inc., 8700 Shoal
Development semantics and through 8-11 http://www.proedinc.com
Primary Edition grammar; (Primary) /customer/default.aspx
and Intermediate listening, Ages 8-0
Edition (TOLD- organizing, through 17-
P:4) speaking; and 11 (Inter.
overall language Edition)
ability -
Specifically
designed toMatrix of Commonly Used Assessments for Gifted Identification, 2019 13
Assessment Content Age Time Administration Considerations Contact
identify students
who are
significantly below
their age range in
development and
to progress
monitor remedial
instruction
Test of Reading Measures word Ages 7-0 45 minutes or Individual PRO-ED, Inc., 8700 Shoal
Comprehension identification and through 17- less http://www.proedinc.com
(TORC-4) contextual 11 /customer/default.aspx
meaning -
Specifically
designed to
identify students
who are
significantly below
their age range in
development and
to progress
monitor remedial
instruction
Wechsler Paper and pencil PreK through Varies by grade Individual or Pearson
Individual or online grade 12, level and group http://www.pearsonclinic
Achievement Test achievement test and for ages number of al.com
- Third Edition identifies 4:0–50:11 subtests
academic administered
strengths and
weaknesses in 16
subtestsMatrix of Commonly Used Assessments for Gifted Identification, 2019 14
Assessment Content Age Time Administration Considerations Contact
Woodcock- Standard Battery Ages 2 to 90+ Varies, about 5 Individual Houghton Mifflin Harcourt
Johnson - IV measures reading, minutes per test http://www.hmhco.com/c
writing and math, lassroom/classroom-
the Extended solutions/assessment
Battery includes
reading, writing,
math, science and
social studiesMatrix of Commonly Used Assessments for Gifted Identification, 2019 15
Norm-referenced Observation Scales
Assessment Content Age Time Administration Considerations Contact
Gifted Evaluation Scales measure 5:0-18:0 15 minutes Teacher rating Hawthorne Educational
Scale, 3rd Edition intellect, form Services, Inc,
(GES-3) creativity, specific https://www.hawthorne-
academic ed.com/pages/gifted/g1.h
aptitude, tml
leadership ability,
and performing
and visual arts –
the motivation
scale is optional
Gifted Rating Scales designed GRS-P: 4:0 5-10 minutes Teacher rating Pearson
Scales (GRS) measure general through 6:11 form http://www.pearsonclinic
intellectual ability, years GRS-S: al.com
language arts, 6:0 through
mathematics, 13:11 years
science, social
studies, creativity;
and leadership.
Scales for Home Rating Scale Ages 5 Home Rating Spanish version available Prufrock Press Inc,
Identifying Gifted and School Rating through 18 Scale and http://www.prufrock.com
Students (SIGS) Scale work Teacher Rating
together to Form
measure general
intellectual ability,
language arts,
mathematics,
science, social
studies, creativity,
and leadership.Matrix of Commonly Used Assessments for Gifted Identification, 2019 16
Research-based Performance Observation Scales for Talent Areas
Assessment Content Age Time Administration Considerations Contact
CDE Performance Dance, Music, K - 12 45 minutes – Juried The CDE assessment protocols Office of Gifted Education
Assessments for Performing Arts one hour performance may be used as qualifying website for Talent ID
Dance, Music, and Visual Arts evidence. Experts complete the https://www.cde.state.co.
Performing Arts CDE Talent rubrics to evaluate a us/gt/talentpath
and Visual Arts performance.
Arts Talent ID by Dance, music, K - 12 15 – 30 minutes Completed by a The person who complete the Royal Fireworks Press
Dr. Haroutounian performing arts person scale needs to have a https://www.rfwp.com/
and visual arts knowledgeable sophisticated understanding of
of the content the arts.
area who works
directly with the
studentMatrix of Commonly Used Assessments for Gifted Identification, 2019 17
Norm-referenced Assessments for Talent Aptitudes
Assessment Content Age Time Administration Considerations Contact
Musical Aptitude Seven Grades 4 - 12 The entire test Individual or The test is hand scored and GIA Publications
Test components: takes about 3.5 group must have a CD player. https://www.giamusic.co
tonal imagery hours to m/products/P-
(melody and administer (each musicaptitudeprofile.cfm
harmony), rhythm battery takes
imagery (tempo about 50
and meter), and minutes)
musical sensitivity
(phrasing,
balance, and
style).
Profile of Measure of Ages 5 – 30 – 40 minutes Individual or Home rating scale is available PRO-ED, Inc., 8700 Shoal
Creative Abilities creative ability 14:11 group Two subtests measure two http://www.proedinc.com
(PCA) aspects of divergent production /customer/default.aspx
Torrance Tests of Overall measure K-Adult 30 - 45 minutes Individually The Figural TTCT is available in Scholastic Testing Services
Creative Thinking of creativity; depending on administered Spanish http://ststesting.com/
(TTCT) Figural and Verbal test Available in Spanish
tests - examinees
reflect on their life
experiencesMatrix of Commonly Used Assessments for Gifted Identification, 2019 18
Other supportive resources, but cannot be used as qualifying data
Assessment Content Age Time Administration Considerations Contact
HOPE Teacher Teacher K-12 5 – 10 minutes Paper-pencil or Helpful information for Prufrock Press
Rating Scale nomination (more if hand Online screening students to move https://www.prufrock.co
instrument with scoring) forward for gifted assessment. m/Default.aspx
11 items that Data may be helpful for
measure academic nominating students from
and underrepresented populations,
social/affective but are not used to qualify for
components of formal identification.
giftedness.
Invariant when
used to identify
students from
low-income and
culturally diverse
families.
Kingore Identifies GT K‐8 Time depends Group Has been used in the US, Professional Associates
Observation behaviors in on curriculum administration Canada, Australia, Publishing,
Inventory students and usage by (integrated into and Mexico to find students http://www.kingore.com/
2nd Edition (KOI) provides teacher school with potential
differentiation curriculum,
instruction to classroom
teachers to activities,
properly educate literature
their GT activities)
students
Renzulli Hartman 14 scales identify Grades 3‐12 15‐30 minutes Teacher rating Prufrock Press,
Scales for students strengths form http://www.prufrock.com
Rating the in all academic /
Behavior and social learning
Characteristics of areas
SuperiorMatrix of Commonly Used Assessments for Gifted Identification, 2019 19
Assessment Content Age Time Administration Considerations Contact
Students
Slocumb‐Payne Allows teachers to K‐12 Teacher rating This tool is designed to be used aha! Process, Inc.
Teacher rate their form with students in low socio‐ http://www.ahaprocess.c
Peceptions perceptions of a economic populations. om/
Inventory student, both
positive and
negative
attributes.
TAB (Traits, Teacher Individually http://rda.aps.edu/RDADE
Aptitude, observation rating completed V/SAT/docs/G04_Traits_a
Behavior) tool for for each student ptitudes_behavior_teache
Dr. Mary M. observing core rs.pdf
Frasier attributes of
giftedness
USTARS~Plus, A student K‐3, but may To be used Observations This tool is designed to be used Council for Exceptional
TOPS (Teacher's observation tool be used systematically recorded with students in underserved Children
Observation of to assist at upper over 3‐6 for all initially populations. https://www.cec.sped.org
Potential in teachers in elementary weeks by all and then /Special-Ed-
Students) recognizing grades. teachers continued for Topics/Specialty-
children with observing all those Areas/Gifted/U-STARS-
outstanding students. students as PLUS
potential needed,
based on gifted
potential.You can also read
